EQUITY HANDBOOK FOR HIRING PROCESS

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LOSRIOSCOMMUNITYCOLLEGEDISTRICT

EQUITY HANDBOOK

FOR HIRING PROCESS

PREPARED JOINTLY BY THE CAMPUS EQUITY OFFICERS AND HUMAN RESOURCES

ARC LISA LAWRENSON,PHD

CRC KATHERINE MCLAIN,PHD FLC DAVID WILLIAMS,PHD FLC KATHLEEN KIRKLIN SCC JULIA JOLLY DO RYAN COX DO DOLLY GREEN,PHD

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TABLE OF CONTENTS

SECTION A: INTRODUCTION ... 9

I. INTRODUCTION ... 11

II. MISSION AND MANDATE ... 14

III. SENSITIVITY HIRING CRITERIA & TRAINING PROGRAMS FOR MEMBERS OF HIRING COMMITTEES... 23

IV. EQUITY AND CULTURAL COMPETENCY ... 25

V. SHARED HIRING PRINCIPLES ... 29

VI. ROLES AND FUNCTION OF EQUITY REPRESENTATIVES ... 31

VII. EQUITY REPRESENTATIVE’S TALKING POINTS ... 33

VIII. EQUITY HIRING CHECK LIST AND REMINDERS ... 35

SECTION B: THE HIRING PROCESS ... 39

I. TENURE-TRACK FACULTY HIRING PROCESS ... 41

A. OVERVIEW OF TENURE-TRACK FACULTY HIRING PROCESS ... 41

B. INTRODUCTION ... 43

C. ESTABLISHING OF NEED AND PRIORITIZATION ... 44

D. RECRUITMENT ... 45

E. SCREENING FOR ELIGIBILITY (PRE-SCREENING) ... 46

F. INTERVIEW COMMITTEE/SCREENING COMMITTEE ... 48

G. SCREENING APPLICATIONS ... 50

H. THE INTERVIEW ... 52

I. REFERENCE CHECKS ... 56

J. SELECTION ... 57

II. ADJUNCT FACULTY HIRING PROCESS ... 60

A. OVERVIEW OF ADJUNCT FACULTY HIRING PROCESS ... 60

B. BACKGROUND ON THE HIRING PROCESS ... 61

C. BOARD POLICIES AND ADMINISTRATIVE REGULATIONS ... 62

ADJUNCT FACULTY REMINDER & CHECKLIST ... 66

REMINDERS AND SUGGESTIONS FOR ADJUNCT FACULTY HIRING PROCESS ... 67

III. CLASSIFIED STAFF HIRING PROCESS ... 69

A. OVERVIEW OF THE CLASSIFIED HIRING PROCESS ... 69

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C. COMPOSITION OF COMMITTEE ... 71

D. BEST PRACTICES OF EFFECTIVE HIRING ... 72

E. REFERENCE CHECKS ... 77

F. SELECTION ... 77

CLASSIFIED STAFF HIRING CHECKLIST ... 79

IV. MANAGEMENT HIRING PROCESS ... 80

A. OVERVIEW OF THE MANAGEMENT HIRING PROCESS ... 80

B. COMPOSITION OF HIRING COMMITTEE ... 82

C. COMPOSITION OF THE SCREENING COMMITTEE (R-9122) ... 82

D. COMPOSITION OF THE INTERVIEW COMMITTEE (R-9122) ... 82

APPENDIX ... 86

SHARED PRINCIPLES ... 88

LOS RIOS COMMUNITY COLLEGE EQUITY REPRESENTATIVE CERTIFICATION .. 90

EQUAL OPPORTUNITY EMPLOYMENT CHECKLIST ... 92

TENURE-TRACK FACULTY & ADJUNCT FORMS ... 94

EQUIVALENCY VERIFICATION ... 96

STATEWIDE MINIMUM QUALIFICATIONS ... 98

EVALUATION OF ORAL INTERVIEW ... 100

SUMMARY OF INTERVIEW RANKINGS ... 102

TENURE-TRACK, OR FULL-TIME TEMPORARY, FACULTY EMPLOYMENT .. 104

RECOMMENDATION FOR FACULTY EMPLOYMENT ... 106

REFERENCE CHECK... 108

REQUEST FOR FACULTY TRANSFER ... 110

ARTICLE 5.3 - TRANSFER ... 112

ARTICLE 5 ASSIGNMENT OF PERSONNEL ... 114

CLASSIFIED STAFF FORMS ... 122

CLASSIFIED EMPLOYMENT ... 124

REQUEST FOR SEIU CLASSIFIED TRANSFER ... 126

MANAGEMENT FORMS ... 128

ADMINISTRATIVE POSITION HIRING SUMMARY ... 130

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SECTION A:

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I. INTRODUCTION

The Equity Hiring Handbook is a strategic guide that has been implemented in accordance with the requirements of the Equal Employment Opportunity Plan prescribed by Education Code section 87106(b) for compliance with the Board of Governors regulations on equal

employment hiring and applicable state and federal nondiscrimination statutes and for guidance in improving the quality of opportunity. Plan Component 8: Training for Screening/Selection Committees requires,

Any organization or individual, whether or not an employee of the District, who is involved in the recruitment and screening/selection of personnel shall receive appropriate training on the requirements of the Title 5 regulations on equal employment opportunity (section 53000 et. seq.); the requirements of federal and state nondiscrimination laws; the requirements of the District’s Equal Employment Opportunity Plan; the District’s policies on nondiscrimination, recruitment, and hiring; principles of diversity and cultural proficiency; the value of a diverse workforce; and recognizing bias. Human resources and campus equity officers are responsible for providing and tracking the required training, which is effective for a two year period. Any individual acting on behalf of the District with regard to recruitment and screening of employees is subject to the equal employment opportunity requirements of Title 5 and the district’s Equal Employment Opportunity Plan. This provision includes any individuals who are not employees of the District but are acting on behalf of the District.

The training will be facilitated by campus equity officers at each campus location and the human resource directors at the District office location. The District has established a practice that equity training must be updated every two years. A tracking database has been established to track and monitor individuals who have been equity trained.

A high quality workforce is critical in establishing and maintaining the excellence of an

educational institution. It follows, therefore, that the selection of qualified employees is one of the most important functions undertaken by a college or district.

A. BACKGROUND

In order to ensure equity in the hiring process, it was determined that an Equity Hiring Handbook is a good tool for establishing processes that provide equal opportunity. The

Director of Human Resources, in collaboration with campus Equity Officers, were charged with creating an Equity Hiring Handbook.

This handbook replaced the Affirmative Action Plan in response to the mandates of the Regents Resolution regarding Prop 209. The first handbook was implemented in the late 1990s and revised in 2002 and 2006, and 2015.

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This handbook provides specific information regarding recruitment, techniques of screening, interviewing, rating, and checking of references. Questions and requests for further

information should be directed to Human Resources at 568-3101. B. LEGAL AUTHORITY

The Equity Hiring Handbook is governed by Los Rios Community College District Policies and Regulations (P/R-5111, P/R-6111; P/R-9111) and Education Code section 87106(b) and EEO Plan Component 8.

Plan Component 8: Training for Screening/Selection Committees requires, Any organization or individual, whether or not an employee of the District, who is involved in the recruitment and screening/selection of personnel shall receive appropriate training on the requirements of the Title 5 regulations on equal employment opportunity (section 53000 et. seq.); the requirements of federal and state nondiscrimination laws; the requirements of the District’s Equal Employment Opportunity Plan; the District’s policies on nondiscrimination, recruitment, and hiring; principles of diversity and cultural proficiency; the value of a diverse workforce; and recognizing bias. Human resources and campus equity officers are responsible for providing and tracking the required training, which is effective for a two year period. Any individual acting on behalf of the District with regard to recruitment and screening of employees is subject to the equal employment opportunity requirements of Title 5 and the district’s Equal Employment Opportunity Plan. This provision includes any individuals who are not employees of the District but are acting on behalf of the District.

The training will be facilitated by campus equity officers at each campus location and the human resource directors at the District office location. The District has established a practice that equity training must be updated every two years. A tracking database has been established to track and monitor individuals who have been equity trained.

This handbook is designed to assist hiring committees, administrators, and candidates in understanding and implementing those policies and regulations. Nothing in this handbook should be considered as altering the content of the District’s hiring policies and regulations, and to the extent that any provision here directly conflicts with policies and regulations, the policies and regulations will prevail.

C. Statement of Ethics/Confidentiality

1. The entire selection process requires the greatest sensitivity on the part of the committee members regarding the need for confidentiality.

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2. The rights and reputations of the candidates must be protected. Ratings and comments made by committee members must not be shared.

3. In order to provide equal opportunities for all candidates, strict confidentiality must be maintained regarding the interview questions and the topic(s) of the writing sample(s).

D. LEADERSHIP TITLES

When the College President, Vice President, or Senate President is unavailable and/or unable to carry out his/her responsibility as noted in this manual, their designee shall carry out the

responsibility on their behalf. “Designee” is not noted throughout this manual but it is inferred in all instances by this section.

E. EQUITY HANDBOOK REVIEW

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II. MISSION AND MANDATE

A. BOARD POLICY

Intent and Accountability for Equal Opportunity P-5111

Policy - 5000 Certificated Personnel || Table of Contents || Next

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1.1 Board Intent

1.2 It is the intent of the Los Rios Community College District Board of Trustees to implement fully a program that adheres to the equal employment opportunity policies of the District; the guidelines of the Board of Governors of California Community Colleges; and complies fully with the acts of Congress; the laws of the State of California; and the rules, regulations and guidelines pertaining thereto.

1.3 The Board of Trustees has the overall responsibility for insuring equal opportunity and equal employment opportunity in recruitment, assignment, promotion, retention, compensation and staff development, and for improving the representation of underrepresented groups in all areas where

discrimination has been shown. The Board of Trustees may delegate this responsibility to the Chancellor.

1.4 All employees involved in the implementation of equal opportunity programs shall assume responsibilities and duties as outlined in the Administrative Regulation.

1.5 The District and its Colleges in their human resource practices guarantee that staff members, applicants, and persons involved in employment relations with the District shall not be discriminated against or excluded from any benefits, activities or programs on the grounds of ethnic group identification, race, color, gender, sexual orientation, religion, age (over forty), national origin, ancestry, disability, political affiliation or belief, or marital status. It is the responsibility of the Chancellor and the Presidents of the Colleges to take remedial action in the event of discrimination against and/or exclusion from full participation. Procedures are to be established for due process for all parties in the adjudication of accusations of discrimination or exclusion (See R-5111). It is the goal of this District to:

1.5.1 Provide members of underrepresented groups with models of their own race, ethnic and cultural background and gender with whom they can identify and whom they can recognize as examples of occupational achievement at all levels and in all departments.

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1.5.2 Guarantee to all candidates the same opportunity for employment, advancement and change of assignment.

1.6 It is the intent of this policy to direct the staff of this District to take action whenever and wherever an assessment of conditions indicates that

underrepresented groups or persons with disabilities have been discriminated against or excluded from full participation in the benefits, activities or programs of this District.

1.7 When there is an underrepresentation in a job class or classes in the District work force, the District practices and policies shall be studied to determine if there are factors contributing to the underrepresentation. Employment practices which constitute barriers to equal opportunity shall be identified and corrective action designed to eliminate the barriers shall be taken.

1.8 It is the policy of the District to ensure that an individual with a verifiable disability, visual or not, who needs a Service Animal may participate in and benefit from District and College services, programs, and activities and to allow the use of Service Animals on District/College property in compliance with the Americans With Disabilities Act, the California Fair Employment and Housing Act, the Unruh Act and all other relevant laws and regulations. The Chancellor shall develop Administrative Regulations regarding Service Animals.

1.9 The Chancellor shall assure the formation of a staff equity committee at each College.

2.1 Staff Equity

2.2 Colleges shall establish a Staff Equity Committee.

2.3 The Staff Equity Committee shall work with the Equity Officer and shall consist of staff trained in equal opportunity, equity issues and diversity. 3.1 Internal Dissemination

3.2 All District employees shall be made aware of the District’s equal opportunity plan.

4.1 External Dissemination

4.2 Recruiting sources and applicants shall be notified that the District is an equal opportunity employer.

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4.3 Community agencies, organizations and educational institutions shall be notified of the policy in order to solicit their assistance in

recruiting underrepresented groups (as defined in Ca. Code Regs., tit. 5 §59300), and disabled applicants.

5.1 Staff Development

5.2 The District Office and the Colleges will provide staff development opportunities as necessary to accomplish the District's goals in accordance with collective bargaining agreements and District policy.

Policy - 5000 Certificated Personnel || Table of Contents || Next

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Intent and Accountability for Equal Opportunity P-6111 6100 EMPLOYMENT PROCEDURES

6110 Equal Opportunity in Human Resource Practices

Policy - 6000 Classified Personnel

______________________________________________________________________ 1.0 Board Intent

1.1 It is the intent of the of the Los Rios Community College District Board of Trustees to implement fully an equal opportunity program that adheres to the equal employment opportunity policies of the Los Community College District; the guidelines of the Board of Governors of California Community Colleges; the laws of the State of California; and complies fully with the acts of Congress; the laws of the State of California; and the rules, regulations and guidelines pertaining thereto.

1.2 The Board of Trustees has the overall responsibility for insuring equal opportunity and equal employment opportunity in recruitment, assignment, promotion, retention, compensation and staff development, and for improving the representation of underrepresented groups in all areas where discrimination has been shown. The Board of Trustees may delegate this responsibility to the Chancellor.

1.3 All employees involved in the implementation of equal opportunity programs shall assume responsibilities and duties as outlined in the Administration Regulation.

1.4 The District and its Colleges in their human resource practices guarantee that staff members, applicants, and persons involved in employment relations with the District shall not be discriminated against or excluded from any benefits,

activities or programs on the grounds of ethnic group identification, race, color, gender, sexual orientation, religion, age (over forty), national origin, ancestry, disability, political affiliation or belief, or marital status. It is the responsibility of the Chancellor and the Presidents of the colleges to take remedial action in the event of discrimination against and/or exclusion from full participation.

Procedures are to be established for due process for all parties in the

adjudication of accusations of discrimination or exclusion (See R-6163). It is the goal of this District to:

1.4.1 Provide members of underrepresented groups with models of their own race, ethnic and cultural background and gender with whom they can identify and whom they can recognize as examples of occupational achievement at all levels and in all departments.

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1.4.2 Guarantee to all candidates the same opportunity for employment, advancement and change of assignment.

underrepresented groups or persons with disabilities have been discriminated against or excluded from full participation in the benefits, activities or programs of this district.

1.6 Where there is an underrepresentation in a job class or classes in the District work force, the District practices and policies shall be studied to determine if there are factors contributing to the unbalance. Employment practices which constitute barriers to equal opportunity shall be identified and corrective action designed to eliminate the barriers shall be taken.

1.8 The Chancellor shall assure the formation of a Staff Equity Committee at each college.

2.0 Staff equity

2.1 Colleges shall establish a Staff Equity Committee

2.2 The Staff Equity Committee shall work with the Equity Officer and shall consist of staff trained in equal opportunity, equity issues and diversity.

3.0 Internal Dissemination

3.1 All District employees shall be made aware of the District’s equal opportunity plan.

4.0 External Dissemination

4.1 Recruiting sources and applicants shall be notified that the District is an equal employment opportunity employer.

4.2 Community agencies, organizations and educational institutions shall be notified of the policy in order to solicit their assistance in recruiting underrepresented groups (as defined in Ca. Code Regs., tit. 5§59300) and disabled applicants. 5.0 Staff Development

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5.1 The District Office and the colleges will provide staff development opportunities as necessary to accomplish the District’s goals in accordance with collective bargaining agreements and District policy.

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Intent and Accountability for Equal Opportunity P-9111 9100 EMPLOYMENT PROCEDURES

9110 Equal Opportunity in Human Resource Practices Policy - 9000 Certificated Personnel

______________________________________________________________________ I. Board Intent

1.1 It is the intent of the Los Rios Community College District to implement fully an equal opportunity program that adheres to the equal employment opportunity policies of the Los Rios Community College District; the guidelines of the Board of Governors of California Community Colleges; and complies fully with the acts of Congress; the laws of the State of California; and the rules, regulations and guidelines pertaining thereto.

1.2 The Board of Trustees has the overall responsibility for insuring equal opportunity and equal employment opportunity in recruitment, assignment, promotion, retention, compensation and staff development, and for improving the representation of underrepresented groups in all areas where discrimination has been shown. The Board of Trustees may delegate this responsibility to the Chancellor.

1.3 All employees involved in the implementation of equal opportunity programs shall assume responsibilities and duties as outlined in the Administrative Regulation.

1.4 The District and its Colleges in their human resources practices guarantee that staff members, applicants, and persons involved in employment relations with the District shall be discriminated against or excluded from any benefits, activities or programs on the grounds of ethnic group identification, race, color, gender, sexual orientation, religion, age (over forty), national origin, ancestry, disability, political affiliation or belief, or marital status. It is the responsibility of the Chancellor and the Presidents of the Colleges to take remedial action in the event of discrimination against and/or exclusion from full participation. Procedures are to be established for due process for all parties in the

adjudication of accusations of discrimination or exclusion (R-9111). It is the goal of this District to:

1.4.1. Provide members of underrepresented groups with models of their own race, ethnic and cultural background and gender with whom they can identify and who they can recognize as examples of occupational achievement at all levels and in all departments.

1.4.2. Guarantee to all candidates the same opportunity for employment, advancement and change of assignment.

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underrepresented groups or persons with disabilities have been discriminated against or excluded from full participation in the benefits, activities or programs of this District.

1.6 When there is an underrepresentation in a job class or classes in the District workforce, the District practices and policies shall be studied to determine if there are factors contributing to the unbalance. Employment practices which constitute barriers to equal opportunity shall be identified and corrective action designed to eliminate the barriers shall be taken.

1.8 The Chancellor shall assure the formation of a Staff Equity Committee at each college.

2.0 Staff Equity Committee

2.1 Colleges shall establish a Staff Equity Committee.

2.2 The Staff Equity Committee shall work with the Equity Officer and shall consist of staff trained in equal opportunity, equity issues and diversity.

3.0 Internal Dissemination

3.2 All employees shall be made aware of the District's equal opportunity plan. 4.0 External Dissemination

4.1 Recruiting sources and applicants shall be notified that the District is an equal opportunity employer.

5.0 Staff Development

5.1 The District office and the Colleges will provide staff development opportunities as necessary to accomplish the District's goals in accordance with collective bargaining agreements and District policy.

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B. BOG REPORT

EXCERPTS FROM: BOARD OF GOVERNORS

EQUITY AND DIVERSITY TASK FORCE REPORT OCTOBER 2002

The California Community Colleges enjoy a tradition of equal access for all students. Our commitment to equity is both historic and ongoing and embraces the goals of educational success and equal opportunity for all. At the beginning of the new century, it is critical to express these general goals in more specific terms to ensure that the system remains vibrant, responsive, and inclusive, and in all ways focused on educational accessibility and excellence for all our students.

Our goals are:

A. To foster a climate of equal opportunity, educational excellence, and success for all students throughout the system and to strengthen and expand the capacity of every officer and employee within the system to demonstrate sensitivity to, and understanding of, the diversity of the students we serve. “Diversity” is to be understood as

encompassing racial and ethnic diversity, as well as differences in gender, sexual orientation, academic preparation, socioeconomic circumstances, age, religion, and disabilities. By being sensitive to, and understanding of, the diversity of our students, we enable more of our students to succeed, and we improve the quality of education. It is in the interests of student success and educational quality that all candidates for

employment demonstrate a sensitivity to, and understanding of, this wide range of diversity.

B. To foster a workforce that is diverse through equal employment opportunity for all, and through assuring that we do not discriminate unlawfully. Our workforce is open to all candidates, regardless of race, color, creed, national origin, ancestry, sex, marital status, disability, religious or political affiliation, age, income level, socioeconomic status, prior hardship, or sexual orientation. Through a workforce that is diverse, we benefit students of all backgrounds by exposing them to different ideas, experiences, and worldviews. We thereby improve student success and educational quality.

C. To assist California in building a strong society and enabling it to become a successful multicultural democracy. The California Community Colleges are the gateway to higher education and workforce opportunity for the vast majority of Californians. The daily interactions of diverse students, faculty and staff, and the broader pursuit of higher education on our campuses, serve to break down fear, prejudice, and hate. Our

students return to their communities with greater levels of understanding, appreciation, tolerance, and humanity. We thereby contribute to the strength of our society and our success as a multicultural democracy.

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III. SENSITIVITY HIRING CRITERIA & TRAINING PROGRAMS

FOR MEMBERS OF HIRING COMMITTEES

A. Sensitivity Hiring Criteria. The evaluation of sensitivity to and understanding of our diverse students should be part of every stage of evaluating candidates for faculty, classified and administrator positions. In order for this qualification to be gauged during paper screening, questions about sensitivity to and understanding of diversity should be included in the application or supplementary questions. Candidates should be asked how this sensitivity and understanding are demonstrated in their personal background, education, and/or experience and what special skills, knowledge, or ideas about meeting the needs of diverse students they would bring to the college. The following methods are recommended to assess a candidate’s understanding of and sensitivity to the diversity of community college students:

1. The evaluation of candidates according to their demonstrated ability to respond effectively to such issues of diversity as: academic preparation, culture, gender, race, ethnicity, sexual orientation, socioeconomic circumstances, and disability. 2. The evaluation of candidates according to their demonstrated experience in

developing, or participating in, successful efforts to assist and encourage community college students and others like them in achieving their goals. 3. The recognition of proficiency in a language other than English, especially a

language spoken by a significant portion of the student body.

4. The evaluation of experience in developing or participating in mentoring or cohort programs.

5. The recognition of the sensitivity of candidates who have been community college students and who have received financial aid, or participated in EOPS, DSPS, Cal Works, or similar programs while they were students.

6. The evaluation of candidates’ formal training or demonstrated ability to offer instruction that addresses a variety of learning styles.

B. Training Program for Committee Members on Hiring Committees. The training programs should:

1. Convey a sense of the educational, vocational, and social values to students and the campus community of a rich variety of backgrounds and perspectives among its members;

2. Reduce committee members’ resistance to cultural differences and induce a positive appreciation of such differences;

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3. Communicate clearly the legal and ethical injustice of discrimination based on cultural and racial difference, age, gender, religion, disability and other similar factors. The training should also illustrate the damage—social, socioeconomic, and psychological—that has occurred as a result of discriminatory practices; 4. Communicate the importance of campuses becoming cultural models for

students: that by providing an environment which honors diversity and is free of prejudice, the college/district can produce in students attitudes that will

contribute to the elimination of bigotry in the larger community;

5. Provide committee members with specific strategies and techniques for promoting inclusiveness in job descriptions, advertising, paper screening, and interviews, as well as eliminating unintended exclusiveness; and,

6. Persuade committee members that good hiring practice demands reaching the broadest pool of potential candidates and hiring the candidate who will be the greatest asset to students and the campus community.

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IV. EQUITY AND CULTURAL COMPETENCY

A. Terms and Definition: Culture

 The shared traditions, beliefs, customs, history, folklore, and institutions of a group of people with the same ethnicity, language, nationality, or religion.

Cultural awareness

 Understanding other groups -- being open to the idea of changing cultural attitudes. Cultural Competence

 The process by which individuals and systems respond respectfully and effectively to people of all cultures, languages, classes, races, ethnic backgrounds, religions, and other diversity factors in a manner that recognizes, affirms, and values the worth of individuals, families, and communities and protects and preserves the dignity of each. Cultural Knowledge

 Knowing about some cultural characteristics, history, values, beliefs, and behaviors of another ethnic or cultural group.

Cultural Sensitivity

 Knowing that differences exist between cultures, but not assigning values to the differences (better or worse, right or wrong).

Diversity

 A condition of broad inclusion in working and learning environments that offers opportunity for all persons. It requires both the presence, and the respectful treatment, of individuals from a wide range of ethnic, racial, age, national origin, religious, gender, sexual orientation, disability and socio-economic backgrounds. B. Equity

It is the District’s policy to ensure that all qualified applicants for employment and employees have full and equal access to employment opportunity, and are not subjected to discrimination in any program or activity of the district on the basis of ethnic group identification, race, color, national origin, religion, age, sex, physical disability, mental disability, ancestry, sexual

orientation, language, accent, citizenship status, transgender status, parental status, marital status, economic status, veteran status, medical condition, or on the basis of these perceived characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics.

The District will strive to achieve a workforce that is welcoming to all genders, persons with disabilities and individuals from all races, ethnic and other groups to ensure the district provides

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an inclusive environment. Such an environment fosters cooperation, acceptance, democracy and free expression of ideas.

The District will seek to implement a multitude of strategies towards its goal of EEO, which may include:

1. Conduct surveys of campus climate on a regular basis, and implement concrete measures that utilize the information drawn from the surveys.

2. Provide cultural awareness training on elimination of bias in hiring and employment to members of the campus community.

3. Maintain a variety of programs to support newly-hired employees such as mentoring, professional development, and leadership opportunities.

4. Audit and/or maintain updated job descriptions and/or job announcements.

5. Conduct timely and thorough investigations of all complaints filed under this chapter, and all harassment and discrimination complaints filed under subchapter 5, and take appropriate corrective action in all instances where a violation is found.

6. Comply with the requirements of Government Code section 12950.1 (Stats. 2004. Ch. 933[AB1825], and includes all forms of harassment and discrimination in the training. 7. Convey the district’s commitment to equal employment opportunity in related

publications and the website.

8. The district’s mission statement conveys its commitment to diversity and inclusion, and recognition that a diverse and inclusive workforce promotes its educational goals and values.

9. The district’s hiring procedures requires applicants for all positions to demonstrate sensitivity to and understanding of the diverse academic, socioeconomic, cultural disability, gender identify, sexual orientation, and ethnic backgrounds of community college students in a manner specific to the position.

10.District staff members serve as resources, consultants, mentors and/or leaders to colleagues at other districts in the areas of EEO and diversity enhancement.

11.The district maintains updated curricula, texts, and/or course descriptions to expand the global perspective of the particular course, readings or discipline.

12.The District addresses issues of inclusion/exclusion in a transparent and collaborative fashion.

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C. Cultural Competency

Cultural competence is a process that promotes development of skills, beliefs, attitudes, habits, behaviors and policies which enable individuals and groups to interact appropriately, showing that we accept and value others who may be different than we are.

Cultural competence requires:

• Individuals becoming aware of their own cultural identities and how these influence the way we treat others

• Individuals and groups engaging each other in a continuing, meaningful dialogue with the intent to increase knowledge and understanding

• Institution-wide exploration of ways to tap into the full potential of all its members

Indicators of Cultural Competences:

 Recognizing the power and influence of culture

 Understanding how each of our backgrounds affects our responses to others

 Not assuming that all members of cultural groups share the same beliefs and practices

 Acknowledging how past experiences affect present interactions

 Knowledge of self and knowledge of others

 Lifelong commitment to respecting individual rights, diversity, and differences

 Effective communication skills that convey respect and sensitivity

 Engaging in self-assessment and expression of individual heritage, identity, values, beliefs and biases

 Forming relationships based on trust and caring even in the face of individual differences

 Acquiring knowledge about and being willing to listen to other perspectives

 Recognizing different and similar learning, communication, motivational, and decision-making strategies

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 Using inclusive language and appropriate questioning

 Becoming involved with diverse individuals outside of work and classroom environments

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V. SHARED HIRING PRINCIPLES

Los Rios employees are key contributors in the selection process of new employees who will serve our students and colleges. As such, shared principles and values which are part of our culture are evidenced in our practices.

Employees involved in the screening/hiring process support the following principles: Non-Discrimination

• LRCCD is committed to being an Equal Opportunity Employer. LRCCD rejects discriminatory hiring practices, especially those based upon race, color, creed, national origin, ancestry, religion, sex, gender, gender identity, gender expression, age, sexual orientation, political beliefs, political activities, political affiliation, marital status, medical condition or disability.

Confidentiality

• All written, verbal and electronic records and information regarding this hiring process are confidential prior to, during, and following the interview process. • For committee members, confidentiality throughout the process, from the

development of an announcement to the final hiring action by the Board of Trustees and beyond, is essential to maintain the integrity of the hiring process.

• The hiring process includes the recruitment process; development of interests, screening criteria and interview questions; the screening of the applicants;

interviewing and subsequent discussion of the candidates. Confidentiality should be maintained prior to, during, and following the recruitment process.

Keeping It Legal

• A mandatory requirement of non-discrimination is ensuring that candidates are treated equitably throughout the process. Independent fact-finding activities by committee members, including electronic searches such as Google, Facebook, RateMyProfessor or other similar venues, are outside the process and not appropriate.

• Questions regarding the interview process should be referred to the Screening / Interview Committee Chair, College Equity Officer, or District Human Resources. • Screening / Interview Committee Members having a personal relationship (i.e., living

with and/or having a legal connection to) with any applicant shall notify the Screening / Interview Committee Chair or the College Equity Officer.

• We recognize that a failure to maintain confidentiality and equitable treatment throughout the process could result in a violation of Federal or State regulations and/or incur liability upon the District.

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VI. ROLES AND FUNCTION OF EQUITY REPRESENTATIVES

Roles of Equity Representatives:

1. Ensure nondiscrimination and equal treatment of any individual on the basis of ethnic group identification, race, color, national origin, religion, age (over 40), sex, physical disability, mental disability, ancestry, sexual orientation, language accent, citizenship status, gender, gender identity, gender expression, parental status, marital status, economic status, veteran status, medical condition, political affiliation, or on the basis of these perceived characteristics, or based on association with a person or group with one or more of these actual or perceived characteristics through the search process. 2. At the first meeting, provide a copy of the “Shared Principles, Screening, Interviewing &

Confidentiality” document to each committee member coupled with a discussion about the document.

3. Remind the committee members that their task is to recommend “the most qualified candidate for the institution including such factors as academic credentials, employment experiences, commitment to, and understanding of diversity and cultural competence, role model, community involvement, professional relationships, and teaching abilities.” 4. Ensure there is a “fair and equal” search process whereby biases are eliminated. 5. Ensure the inclusion of screening criteria and questions that assist the committee in

determining the candidates’ sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students, staff, and faculty, e.g., “What experience have you had working with students of different ethnic or cultural backgrounds?” “Describe a situation in a professional setting in which cultural differences created a challenge. How did you address the situation? What would you do differently next time?”

6. Encourage the committee to infuse cultural awareness perspectives into multiple questions.

7. Ensure adherence to hiring regulations, procedures, and maintenance of confidentiality. 8. Assist the chairperson in developing the best climate possible whereby the interviewed

candidates can be at their best.

9. Be present at all committee meetings, commencing with the first meeting to develop screening criteria and interview questions.

10. Report inequitable processes to the Equity Officer. Functions of Equity Representative:

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1. Serve as a voting committee member and technical advisor during the hiring process. 2. Complete the “Equal Opportunity Employment Checklist” form (P-130).

3. Review the “Equity Hiring Checklist” to make sure all required action items have been completed and that all boxes are checked.

4. Participate in the development of screening criteria, interview criteria, and the interview questions utilized in the selection process.

5. Participate in and monitor the screening and interviewing processes. When a problem or challenge is identified, the Equity Rep will consult with the Campus or District Office Equity Officer.

6. Ensure that follow-up questions and clarifications are handled equitably and that each candidate shall be asked an identical set of questions and shall be given the same amount of time to answer a set of questions. Any clarification needed for a response will not use conjecture or leading questions.

7. Ensure that the questions asked are job related and that the committee does not add any questions that are not job related.

8. Ensure that the Screening/Interview Committee conversations shall be limited to the written application and supplemental materials and any applicable responses in the interview.

9. Ensure that the Screening/Interview Committee keep all conversations regarding the candidate to job related conversations.

10. Work with the committee chair in tallying the rating sheets for selection of top candidates.

11. Report instances of non-compliance to the campus Equity Officer.

Note: The Equity Representative can intervene in the screening and/or interviewing process if he/she observes discriminatory remarks, bias against or favoritism toward a candidate(s) based on ethnic group identification, race, color, gender, gender identity, gender expression disability, religion, age (over 40), national origin, ancestry, sexual orientation, political affiliation or belief, parental status, or marital status, and/or other actions that jeopardize the integrity of a fair and equal process for all candidates.

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VII. EQUITY REPRESENTATIVE’S TALKING POINTS

At All Meetings

• Remember that all candidates deserve nondiscriminatory and fair treatment.

• Enter this process with an open mind. Leave behind any preconceived ideas of which candidate(s) should or should not be selected.

• This process must remain completely confidential. Nothing concerning the details of this specific committee can be discussed outside of the committee meetings, even among fellow committee members. These rules stay in effect even after the process is finished.

• Any concerns a committee member has but does not feel comfortable discussing with the committee needs to be discussed with the Chair and/or Equity

Representative immediately.

• If any committee member discovers that he/she has or has had a close or familial relationship with an applicant, it is expected that he/she will ask to be excused from the committee. The committee chair will work with the appropriate senate

president and the department chair, as needed, to obtain a replacement. At Criteria Meeting

• Screening criteria must reflect the position announcement.

• Interview questions should reflect, but can reasonably extend, the information on the position announcement.

• Screening criteria and interview questions cannot be slanted to favor or disfavor any group or individual.

• Screening criteria and interview questions should span and reflect the key skills required for the position.

• Screening criteria must be able to be assessed from the application materials; the assessment rubric for the criteria should be as broad as possible (i.e. teaching experience should value formal teaching experience in all venues, not just

community college, and should give some credit to informal teaching positions such as coaching, mentoring, tutoring, etc.)

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While ranking and discussing candidates, committee members must look at each one

individually and not compare or contrast candidates to one another. Discussions are based only on the materials submitted by the candidates.

At Interviews

In the interview the same committee member must ask the same question in the same manner of each candidate. The format and structure for follow-up questions (if any) must be clarified prior to the start of the interviews and must be consistent throughout the process.

Committee members should be affirming and welcoming of all candidates.

When discussing strengths and weaknesses of candidates, committee members must refrain from comparing and contrasting candidates, focusing on the strengths and weaknesses of each candidate individually. Discussions need to be based only on the submitted materials and the interview itself.

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VIII.

EQUITY HIRING CHECK LIST AND REMINDERS

A. Checklist

Reviewed hiring process prior to first meeting with committee chair.

At the first meeting, communicated the role and function of the Equity Representative to other panel members. Reviewed and discussed the following:

 Shared Principles Document

 Reinforced confidentiality of all application materials and the interview process and the importance of professional ethics

 Discussed avoiding conflict of interest situations, i.e., personal/family relationships that exist between faculty committee members and applicant being interviewed should be disclosed

 Reviewed the importance of maintaining compliance with all district policies and procedures governing the hiring processes.

 Ensured that the interests/criteria were job related; do not reflect bias against or favoritism toward any candidate.

 Based on race, color, creed, national origin, ancestry, religion, sex, gender, gender identity, gender expression, age, sexual orientation, political beliefs, political activities, political affiliation, marital status, medical condition or disability.

 Ensured that the screening criteria were job related, limited to items on the job description, could be evaluated from the written materials, and were broad enough so that candidates with potential were not automatically eliminated.

 Ensured that there were not multiple screening criteria used to measure the same skills, that ways to assess the candidate in each area were discussed, and that the weighting for each screening criteria was discussed.

 Ensured that there was a screening criterion related to a candidate’s sensitivity to and understanding of the diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students, staff, and faculty.

Ensured that the interview question topics were written before the screening process began and were finalized before the candidates to be interviewed were selected.

Ensured that the interview questions were job related, were broad in nature, did not have one right answer, reflected the interests of the hiring committee, and were written in such a way as to be easily understood by all potential candidates.

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 Reviewed the applications and applied the screening criteria.

 Monitored the selection process for fairness.

 Monitored the process to ensure fairness for all candidates:

 All candidates were asked the same questions;

 All candidates had the same amount of time;

 Follow up questions were handled in a comparable fashion;

 Role plays were scripted as much as possible;

 Content experts identified and understood their role;

 No discussion of candidates occurred during the interview process.

 Assisted with creating a good environment for the interview.

 Assisted with tabulating the rankings and identifying the finalists (for faculty and administrative hiring only).

 Ensured that all aspects of the discussion were job related and that all committee members’ voices were equal in the conversation.

 Completed the Equal Opportunity Employment Checklist (P130).

 Discussed concerns that arose from the interview process with the Committee Chair and/or Equity Officer ONLY.

 I DID or DID NOT (please circle) meet with the President, VP, and Dean to review the candidate that the President intends to recommend.

B. Reminders

 Contact the Hiring Committee Chairperson after receipt of your notification of assignment if you have not already been contacted.

 Obtain the timelines from the chairperson for the specific position being filled.

 Review the “Equity Representative Job Description.”

 Monitor every aspect of the hiring process, referencing the enclosed “LRCCD Regulations.”

 Complete the “Los Rios Community College District, Employment Checklist,” (form P-130, enclosed) after the interviews. RETURN THIS FORM TO

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 Complete the “Equity Representative Certification” (enclosed) and RETURN THIS FORM TO THE EQUITY OFFICER.

 Contact the Equity Officer for any concerns regarding committee conduct and procedures.

 Pursuant to Administrative Regulation R-5122, “only those persons having an application on file at the district will be considered as applicants.”

 “Emergency / Critical” adjunct faculty hire conditions: A vacant position that becomes known within twenty (20) working days of the beginning date of

employment may be filled without benefit of a screening and interview committee by appropriate management utilizing applications currently on file in District Human Resources.

 Maintain compliance with all District policies and procedures governing the hiring processes.

 Maintain confidentiality of all application materials and the interview process.

 Discuss the importance of professional ethics and confidentiality with the screening and interview committee prior to conducting interviews.

 Avoid conflict of interest situations (i.e., personal/family relationships that exist between faculty committee members and the applicant being interviewed should be disclosed).

 Equity Representative reports allegation(s) of noncompliance to the Campus Equity Officer or Human Resources

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SECTION B: THE

HIRING PROCESS

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I. TENURE-TRACK FACULTY HIRING PROCESS

A. OVERVIEW OF TENURE-TRACK FACULTY HIRING PROCESS

Selection

Reference Checks

The Interview

Screening Applications

Interview Committee/Screening Committee

Screening for Eligibility (Pre-Screening)

Recruitment

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Excerpt from the LRCCD Faculty Hiring Manual B. INTRODUCTION

In accordance with Ed Code 87360, the District Academic Senate and the District Office are committed to reaching agreement regarding the faculty hiring process. A high quality faculty is critical in establishing and maintaining the excellence of an educational institution. It follows, therefore, that the selection of new faculty members is one of the most important functions undertaken by a college or district.

Background

In the fall of 1986, the Shared Governance Committee completed a study of the full-time faculty hiring process in Los Rios and developed procedures which increased faculty participation and provided a uniform process for the entire District. One of the Committee's recommendations was that the Director of Human Resources prepare a handbook which would give detailed information regarding the hiring process.

The Director prepared the first version of this handbook in 1986. It was substantially revised in 1997, 2000, 2003, and 2009. In Fall 2014 this manual was reviewed and updated.

The handbook also provides specific information regarding recruitment, techniques of screening, interviewing, rating, and checking of references. Questions and requests for further information should be directed to Human Resources at 568-3101.

Legal Authority (P/R 5121 et. seq.)

Faculty hiring is governed by Los Rios Community College District Policies and

Regulations 5120 et seq. This handbook is designed to assist faculty hiring committees, administrators, and candidates in understanding and implementing those policies and regulations. Nothing in this handbook should be considered as altering the content of the District’s hiring policies and regulations, and to the extent that any provision here directly conflicts with policies and regulations, the policies and regulations will prevail. This document should be used as the final authority except in instances when a College President informs the Human Resources Department and the College Academic Senate President in writing why policies were not followed. (Ed Code 87360)

Statement of Ethics/Confidentiality

1. The entire selection process requires the greatest sensitivity on the part of the committee members regarding the need for confidentiality.

2. The rights and reputations of the candidates must be protected. Ratings and comments made by committee members must not be shared.

3. In order to provide equal opportunities for all candidates, strict confidentiality must be maintained regarding the interview questions and the topic(s) of the work sample(s).

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Leadership Titles

When the College President, Vice President or Academic Senate President is unavailable and/or unable to carry out their responsibility as noted in this manual, their designee shall carry out the responsibility on their behalf. “Designee” is not noted throughout this manual but it is inferred in all instances by this section.

Hiring Manual Review

This hiring manual shall be reviewed and revised as necessary. C. ESTABLISHING OF NEED AND PRIORITIZATION

Department Profile

The department faculty, department chair (if present), and appropriate administrator shall annually conduct an analysis of the full-time staffing of the department to determine current strengths and needs. Attention shall be given to:

1. The period of time during which most of the faculty members received their education.

2. Institutions from which the training was received.

3. Subjects and areas of the greatest strengths of the current staff; areas where additional experience is needed.

4. Representation of the staff with regard to gender and underrepresented group status. 5. Ratio of part-time to full-time positions.

6. Availability of part-time faculty.

7. Presence of a full-time faculty member to coordinate a program. Summary of Projected Needs

The present and future needs of the department shall also be analyzed by the faculty, department chair, and administrator of the requested position. For example:

1. What are the enrollment trends in the classes within the subject area?

2. If an academic area, is the projected growth going to be in transfer level courses or in developmental courses?

3. If a career technical area, what are the employment trends? 4. If a student support area, what are the projected needs?

5. What are the needs for new technology? What new skills and information will need to be imparted to students now and in the future?

6. What are the diversity needs of the department?

7. How are identified needs tied to strategic planning processes (program review, educational master plan)?

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Submission of Priorities and Creation of Final List

Each college will make recommendations for new faculty positions following their

respective college hiring and prioritization and related processes as determined by mutual agreement with the Academic Senate. After consideration of these recommendations, the College President shall prioritize the final staffing requests.

Decision by Chancellor

The Chancellor shall make the final decision of which full time tenure-track faculty positions are to be filled for the coming year.

Critical Hires

The process may be adjusted if necessary due to an emergency need or other unusual circumstance as determined by the Chancellor.

D. RECRUITMENT

Development of Announcement of Opening

1. The college administration shall forward to Human Resources the details of the proposed faculty assignment / job description and the proposed

qualifications via PeopleAdmin.

2. The Director of Human Resources shall review the job description for clarity of proposed assignment, appropriateness of education requirements, and collective bargaining and equity implications.

3. The final position announcement shall be approved by the department chairs and appropriate administrator before it is formally posted and distributed by Human Resources. If there is a proposed change, both the department chair and appropriate administrator must approve the change. A college may request an Equity Officer’s review of the announcement.

4. Per the LRCFT Collective Bargaining Agreement (Article 5), the position may be announced in District for transfer requests as follows (Appendix 8): 5.3.1.1 Preliminary Stage: There shall be three preliminary steps in the

voluntary transfer process.

a) As part of the college process for requesting a new full-time faculty position conducted at LRCCD colleges, full-time faculty within the department will reach consensus as to whether to review voluntary transfers. The department chair and appropriate administrator shall define faculty consensus. If a department does not have any full-time faculty or a new faculty position is without a designated department, the dean, in consultation with the

Academic Senate President, will determine whether to review voluntary transfers.

b) If voluntary transfer applicants are to be considered, Human

Resources shall inform full-time faculty members via e-mail regarding the voluntary transfer deadline date. The District voluntary transfer

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deadline date shall be no later than three weeks earlier than the general application deadline date.

c) Voluntary transfer applicants must submit to the District Human Resources office a Voluntary Transfer Request Form, an application used for general hiring, a resume and/or a letter of interest no later than the voluntary transfer deadline date. District Human

Resources shall forward all voluntary transfer applications to the college requesting the position prior to the general application deadline date.

Distribution of Announcement (R-5121)

1. Full-time, tenure-track faculty positions will be advertised for at least forty days. 2. Job announcements will be posted on the District’s website in accordance with

board policies and regulations.

3. To ensure that members of underrepresented groups are notified of available positions, the District may:

a) Advertise in journals and newspapers with focused audiences as well as in newspapers having wide general circulation;

b) Contact members of underrepresented groups seeking work in business and industry;

c) Use professional registries and data banks, specifically those whose listings include underrepresented group members; d) Consult with local underrepresented groups’ organizations and

agencies regarding recruiting efforts.

e) The District shall be identified as an Equal Opportunity Employer.

Professional Recruitment

1. Faculty and managers are encouraged to use their professional networks to advertise open positions. 2. Faculty and managers are especially encouraged to seek out qualified members of

underrepresented groups and encourage them to apply for open positions. E. SCREENING FOR ELIGIBILITY (PRE-SCREENING)

Application Materials

1. The applicant must submit the following documents by the final filing date: (a) Los Rios application, (b) personal resume, (c) unofficial copies of college transcripts, (d) letters of recommendation, (e) letter of interest, and f) supplemental form (if applicable).

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defined in 5.3 (Appendix 8). Qualifications

1. The Director of Human Resources will verify that applicants claiming the required minimum qualifications show the appropriate degrees on their transcripts, and applicants claiming an appropriate credential do in fact have the appropriate credential. If there is an experience requirement, District Human Resources staff will verify that the applicant has the required number years of experience but will make no attempt t o judge if the experience is appropriate.

2. If the applicant claims to possess the minimum qualifications but the degrees are not exactly those listed in the Los Rios Community College District minimum

qualifications, that application shall be considered under the equivalency process even though the applicant did not claim equivalency.

3. All applications which satisfy the LRCCD minimum qualifications or credentials requirements will be forwarded to the college screening committee.

a. Individuals noting that they will possess the degree required to meet the minimum qualifications prior to the start date will be forwarded to the committee understanding that Human Resources will assure completion of the minimum qualifications prior to processing for employment.

4. If there is an equivalency issue, the application shall be submitted to the appropriate administrator for determination pursuant to District Regulation R-5123, Section 8.0. A copy of District Regulation R-5123 is attached as Appendix A. b. The appropriate administrator will request the formation of an equivalency

committee when the need arises outside the regular hiring process. Applicants must meet at least one of the criteria of District Regulation R-5123, Section 3.0 to be considered.

c. The Academic Senate President and the Dean will form an equivalency committee consisting of at least three faculty members from the discipline and the Division/Area Dean.

d. In cases where there are fewer than three members from the discipline on the screening committee, the equivalency committee shall be augmented by faculty from the discipline where available, faculty from closely related disciplines, or faculty in the discipline from another college. The Academic Senate President shall consult with the Department Chair, if one is available, and the appropriate administrator to determine who will serve on the equivalency committee.

e. The committee will complete an equivalency verification form for all candidates requesting equivalency.

f. The equivalency committee will determine those applicants who meet the equivalency based on criteria established in 3.0. An applicant receiving a positive equivalency ruling at one college is then considered qualified in that discipline on a district-wide basis, subject to verification by the Human Resources Department that the recency provision has been satisfied.

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5. Prescreening (R-5121)

a. If the applicant pool is sufficient, Human Resources shall prepare a list of all qualified applicants. The applications and a list will be made available

electronically to the appropriate administrator. The District wishes to be as ecologically responsible as possible and encourages its employees to do the same by asking members of the screening committee to screen the

applications online. However, if a screening committee wishes to screen paper copies, they may be available upon request.

b. Applicants who do not meet the advertised minimum qualifications or equivalencies or credentials will be notified immediately via email by Human Resources.

F. INTERVIEW COMMITTEE/SCREENING COMMITTEE Confidentiality

1. The entire selection process requires the greatest sensitivity on the part of the committee members regarding the need for confidentiality in perpetuity. 2. The rights and reputations of the candidates must be protected. Ratings and

comments made by committee members must not be discussed or shared outside the process.

3. In order to provide equal opportunities for all candidates, strict confidentiality must be maintained regarding the interview questions and the topic(s) of the work sample(s).

Composition of the Interview Committee (R-5121)

1. The Interview Committee is comprised of a total of six to ten persons selected, as follows:

a. Three to five discipline faculty members appointed by the College Academic Senate President after consultation with the department chairperson or appropriate administrator.

b. The administrator of the department or area (usually the Division/Area Dean) appointed by the College President.

c. The Equity Representative selected by the Equity Officer from a list of faculty who a) have been trained within the last two years in equity and diversity matters and b) have been approved by the Academic Senate President in consultation with the Equity Officer. In many cases, the Equity Officer will select an Equity Representative who has already been appointed to the committee by the Academic Senate President. In the interest of creating a committee which reflects the diversity of the college or for other strategic reasons, the Equity Officer, in consultation with the Academic Senate President, may choose to add a faculty member to the committee from the approved list of Equity Representatives.

d. An administrative representative appointed by the College President. e. If deemed appropriate by the committee, a student, if appointed by the

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collaboration with the College President will select the student who will participate during the interview process.

f. A classified employee, for positions in which faculty work closely with classified staff. The determination of whether it is appropriate for a classified employee to sit on the committee shall be made by the College President in consultation with the Academic Senate President. The College President in collaboration with the classified leadership will select the classified employee.

g. An outside content expert for positions in which no Los Rios faculty content experts are available. The determination of whether it is

appropriate for an outside content expert to sit on the committee shall be made by the College President in consultation with the Academic Senate President. The College President in collaboration with the Academic Senate President will select the outside content expert, preferably a faculty content expert from another college. If no faculty content experts are available, then a content expert from the representative field may be appointed.

2. The committee should reflect the diversity of the college. By representing the diversity of the college, the interview committee is supporting and furthering the District’s vision of diversity as stated below.

Diversity—We recognize and value the strengths of our diverse backgrounds and perspectives and seek to build a community in which all constituencies are highly qualified and reflect the community we serve.

3. The Academic Senate President shall consult with the Department Chair (if existent) and the Division/Area Dean of the department with the opening before making the faculty appointments.

4. In basic skills, interdisciplinary subjects, and in areas where service to students requires close cooperation between instruction and student services or between instructional areas, faculty from several areas may be selected to serve on the committee.

Composition of the Screening Committee

1. The members of the screening committee shall be selected from the faculty, administrative and classified members of the interview committee.

2. The screening committee shall consist of at least three faculty members, the Equity Representative on the interview committee, and one administrator (generally the dean from the discipline).

3. Additional members from the interview committee may serve on the screening committee if they so choose.

4. Each screening committee member shall rate all applicants independently. If a committee member is unable to complete the screening process, the ratings of